基于学校的物理治疗服务与学生目标达成的关系。

Relationship of School-Based Physical Therapy Services to Student Goal Achievement.

作者信息

Chiarello Lisa A, Effgen Susan K, Jeffries Lynn M, McCoy Sarah Westcott, Tezanos Alejandro G Villasante

机构信息

Department of Physical Therapy and Rehabilitation Sciences (Dr Chiarello), Drexel University, Philadelphia, Pennsylvania; Department of Rehabilitation Sciences (Dr Effgen), College of Health Sciences, University of Kentucky, Lexington, Kentucky; Department of Rehabilitation Sciences (Dr Jeffries), University of Oklahoma Health Sciences, Oklahoma City, Oklahoma; Department of Rehabilitation Medicine (Dr McCoy), University of Washington, Seattle, Washington; Department of Statistics (Dr Tezanos), University of Kentucky, Lexington, Kentucky.

出版信息

Pediatr Phys Ther. 2020 Jan;32(1):26-33. doi: 10.1097/PEP.0000000000000662.

DOI:10.1097/PEP.0000000000000662

PMID:31815923

Abstract

PURPOSE

To explore the relationships of school-based physical therapy services to student goal achievement.

METHODS

One hundred nine physical therapists and 296 students participated in a practice-based study. Therapists formatted goals using goal attainment scaling and evaluated goal achievement. Using the School-Physical Therapy Interventions for Pediatrics system, therapists documented services weekly for 20 weeks. Group comparisons and logistic regressions were conducted.

RESULTS

For primary goals, no documented physical therapy services were associated with exceeding goal expectation. For posture/mobility goals, more minutes in self-care activities and services on behalf of the students were associated with exceeding goal expectation; use of cognitive and behavioral training interventions was associated with not exceeding goal expectation (P < .05). For recreation/fitness goals, greater use of functional strength and mobility for playground access and cognitive/behavioral interventions were associated with exceeding goal expectation (P < .05).

CONCLUSION

A limited number of physical therapy services was associated with exceeding goal expectation.

摘要

目的

探讨基于学校的物理治疗服务与学生目标达成之间的关系。

方法

109名物理治疗师和296名学生参与了一项基于实践的研究。治疗师使用目标达成量表制定目标并评估目标达成情况。使用儿科学校物理治疗干预系统，治疗师每周记录20周的服务情况。进行了组间比较和逻辑回归分析。

结果

对于主要目标，没有记录在案的物理治疗服务与超出目标期望相关。对于姿势/活动能力目标，更多的自我护理活动时间和代表学生提供的服务与超出目标期望相关；使用认知和行为训练干预与未超出目标期望相关（P < .05）。对于娱乐/健身目标，更多地使用功能性力量和活动能力以进入操场以及认知/行为干预与超出目标期望相关（P < .05）。